Early Identification of ADHD: Methods, Benefits, and a Standard Performance Metric for School Districts

Autor/in	Kern, Donald J.
Titel	Early Identification of ADHD: Methods, Benefits, and a Standard Performance Metric for School Districts
Quelle	(2011), (119 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-1849-7
Schlagwörter	Hochschulschrift; Dissertation; Disability Identification; Attention Deficit Hyperactivity Disorder; Measures (Individuals); School Districts; Incidence; Self Evaluation (Groups); Best Practices; Students; Parents; School Personnel; Special Needs Students; Intervention; Elementary School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Messdaten; School district; Schulbezirk; Vorkommen; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Student; Schüler; Schülerin; Studentin; Eltern; Schulpersonal; Sonderpädagogischer Förderbedarf
Abstract	This dissertation as an executive position paper (EPP) will provide a thorough literature review and the most current and reliable data on Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD) prevalence, show the high importance of early diagnosis and interventions, and provide a standard for a school district to self-assess its performance based on a statistical expectancy curve as a function of grade level and reasonably predictable prevalence. Recommendations are based on best practices in the literature for ADD/ADHD identification along with a suggested set of standard procedures for school districts to follow that utilize existing data and minimal expenditures of additional funds and resources to determine school district effectiveness in early identification of ADD/ADHD candidate children. The plight of many students with ADD/ADHD resides in large measure on the adults these children rely upon, both parents and school professionals, for guidance and support in their developmental years. The best chance for the most favorable outcomes for these ADD/ADHD children with special needs demands a proactive approach to identifying them early in their primary school years and commencing research-based medical and social interventions without delay. The aim of this EPP is to provide a compelling and convincing argument for school districts to be proactive in their practices for identifying and initiating interventions for these children. Reliance on achievement or developmental deficits or hyperactivity/impulsivity to initiate screening for ADD/ADHD will exclude some students who do not present these symptoms during primary school years. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10